Do I need to prepare for public speaking? Undoubtedly. However, it may be different. Thus, a rally speech is usually short - 5-10 minutes or a little more, and it can be delivered after minimal preparation. But the lecture already requires thorough preparation. Of course, this takes into account the experience of the speaker, and his knowledge, and the ability to communicate with the audience, and much, much more.

In 1928 M. Gorky returned from Sorrento to Moscow. The writer was honored at the Bolshoi Theatre: A. V. Lunacharsky, who learned about it forty minutes before the start of the celebration, was supposed to speak about his work. There was simply no time for thorough preparation. And here's what's interesting: the speech delivered on the occasion of Gorky's arrival is one of the most brilliant examples of Lunacharsky's oratory. It deeply analyzes the work of the writer, it is fascinating in form. What is it, improvisation? When colleagues who knew about the suddenness of the performance asked Anatoly Vasilyevich about this, he answered, shrugging his shoulders: “Well, what kind of improvisation? After all, how much I wrote about Gorky even before the revolution, and, of course, I continue to deal with his work as a critic. Thus, Lunacharsky, in his own words, "prepared all his life" for this performance. In a word, impromptu speech, as a rule, is built on the basis of well-known material, knowledge, and experience of the speaker. In other words, the speaker prepares little or no preparation for it on the eve of the speech, but has sufficient knowledge, as well as experience in delivering speeches, to limit himself to minimal preparation or to deliver it “impromptu”.

The speaker faces three interrelated questions: what to say, where to say, and how to say. Of course, the development of a speech begins with an understanding of the topic of the speech, its main idea. The topic should be relevant, interesting, specific, clearly articulated, accessible. It should not be overloaded with problems: two or three questions are enough.

What are the goals of the speaker? The main goal is to inform listeners, that is, to teach them, give them certain information, influence them, form their beliefs, ideas, which will then become the motives for people's behavior, in short, to form a stereotype of behavior.

An important question that confronts the speaker is the assessment of the situation and composition of the audience. An unexpected, unfamiliar atmosphere can make the speaker feel uncomfortable. Therefore, he must prepare himself for it in advance. It is necessary to find out in as much detail as possible under what conditions the speech will take place, down to such seemingly trifles as the number of listeners, the presence of a microphone, a tribune, a table, the size and interior of the hall, the time allotted to the speaker, the ratio of this speech to others. To perform with a microphone, you need certain skills: if you are not used to, the microphone will fetter you. If the hall is small and there are few listeners, then it is preferable to speak at the table. Thus, you create an atmosphere of ease, as if merging with the audience. If the hall is large and there are many listeners, then it is necessary to speak from the podium. This will allow you to see everyone, feel the reaction of the audience. It is more difficult to perform in the evening than in the first half of the day: people will come already tired. As for the correlation of a performance with others, the following pattern is observed here: each subsequent one, as a rule, should be more interesting (perhaps more significant, more important, etc.) than the previous one, i.e., have some kind of difference that affects audience.

When preparing a speech, it is necessary to imagine how the listeners will perceive it and what they will not understand. The speaker must know and take into account the composition of the audience. There are different approaches to its assessment. Let's take one of them. You can evaluate the audience by parameters. First of all, its social and professional composition (workers, teachers, engineers, etc.) and cultural and educational level (primary, secondary, higher education) are taken into account. Here, of course, the degree of preparedness of the students, their intellectual potential, and the nature of their activity are taken into account. You should also take into account the age, gender, national characteristics of the audience. But the most important thing is its homogeneity or heterogeneity in all respects. Of course, the most difficult thing is to speak in front of a heterogeneous audience. Practice shows that a very difficult audience is youth. After all, the intellectual and physical changes that occur at a young age are rather contradictory: on the one hand, an objective attitude to reality, positive assessments of people prevail, on the other hand, extreme subjectivism, denial of everything that exists, painful self-admiration. Therefore, emotional speeches are most effective for young people. At the same time, speaking to all age groups requires logical persuasiveness, conciseness and accuracy of presentation. For an adult audience, the logical development of thought, argumentation, evidence of presentation are always in the first place.

The effectiveness of speech increases if it is not intended for the audience in general, but for certain groups of people who have their own interests and goals. Therefore, one should first of all take into account the motives that prompted them to come to the performance: intellectual, moral, aesthetic. Most often, listeners want to get some new information, sometimes they come out of obligation, by invitation, less often - to give themselves aesthetic pleasure. It is also necessary to take into account the mood of the audience, their physical condition, attitude to the topic of the speech and the speaker, their familiarity with this issue.

The next stage is work on theoretical, factual material and the compilation of the speech itself, that is, its compositional and stylistic design. The text of a speech may be written or "mentally composed" based on worked materials, past texts, or past experiences. When preparing a speech, you can write its full text, abstract, theses, a detailed plan or a short plan. It depends on the habit of the speaker, his experience, knowledge, etc. Here is the opinion of the well-known judicial figure P. S. Porokhovshchikov (P. Sergeich) from the book “The Art of Speech in Court”. He argued: “We will not repeat the old dispute: to write or not to write speeches. Know, reader, that without writing a few fathoms or arshins of paper, you will not say a strong speech on a complex matter. Unless you are a genius, take this as an axiom and prepare for a speech with a pen in your hand.<...>.

Beware of improvisation.

If you give in to inspiration, you can miss the essential and even the most important.

You can set the wrong position and give a trump card to the enemy. You won't have the proper self-confidence.

The best will not be in our speech. Improvisers, says Quintilian, want to appear smart in front of fools, but instead turn out to be fools in front of smart people.

Finally, keep in mind that a winged horse can also change.

Knowledgeable and demanding people, both ancient and now, argue that the speech of a judicial orator must be written from beginning to end. Spasovich, Passover, Andreevsky are impressive voices, not to mention Cicero.

But if this is not always possible, then in any case the speech should be written in the form of a detailed logical reasoning; each separate part of this reasoning must be presented as an independent logical whole, and these parts are interconnected into a common invulnerable whole. You must achieve invulnerability, otherwise you have not fulfilled your duty.

As you can see, starting with a categorical statement about the need to write the full text of the speech, P. S. Porohovshchikov ends up limiting himself to “detailed logical reasoning”, that is, something like a synopsis. It is known that many speakers write abstracts, and not the full text. For example, K. A. Timiryazev first drew up a short plan, expanded it to a detailed one, then, on its basis, wrote a summary, which he repeatedly rewrote, clarifying the location of the material and wording. But there are other opinions about this as well. So, the well-known judicial figure A.F. Koni in the article “Techniques and tasks of the prosecutor's office (From the memoirs of a judicial figure)” says that he never wrote his speeches. Once or twice I tried to sketch the introduction, but I was convinced of the futility of this: the judicial investigation gives such worldly colors and shifts the center of gravity of the measurement so much that even a few words of the introduction “turn out to be not at all the overture, expressed in musical language, with which the speech should begin.” And then he continues: “I never wrote the very essence of speech and did not even set it out in the form of a summary, noting only for memory the individual thoughts and considerations that came to my mind.<...>and sketching out the scheme of speech, before its very pronunciation, in separate words or conventional signs<...>. I have always felt that a pre-written speech should embarrass the speaker, bind freedom of disposition of the material and confuse with the thought that something is forgotten or omitted. Such an attitude to speech, that is, drawing up a scheme, a plan, is allowed only by experienced, gifted speakers. It also depends on the duration of speech, its kind and type.

Skillfully selected factual and digital material makes the speech concrete, substantive, intelligible and convincing. Facts perform two functions: illustrations of the positions of speech and proofs of their correctness. Facts should be vivid, but not random, but typical, reflecting the essence of the phenomenon. They are also subject to the requirements of relevance and persuasiveness, practical orientation and significance, reliability and absolute accuracy, consistency and connection with the general idea of ​​speech, focus on taking into account the interests and needs of listeners. When preparing for a presentation, you need to work with different sources.

In parallel, work is underway on the style of presentation and the compositional-logical arrangement of parts of speech. What should be the language of the speech? Of course, literate from a literary point of view, emotional; violation of the literary norm and its dryness reduce the effectiveness of speech.

A well-known judicial figure of the last century K. L. Lutsky gave a vivid and meaningful description of the style of speech. Although he spoke of judicial eloquence, his words can rightfully be attributed to any speech: “The speech of a judicial orator, not without reason, can be compared with clay in the hands of a sculptor, taking on the most diverse forms at his request. Like a sculptor's clay, speech can be soft and malleable, hard and resilient, and contain the most perfect images, you just need to be able to discover them in it and know how to use them. The great secret of beauty in speech lies in its style.<...>“We listen,” says Racine, “only insofar as it pleases our ears and imagination due to the charm of style.” Therefore, Cicero believed that there is no eloquence where there is no charm, and Aristotle taught to charm listeners: those who listen willingly understand better and believe more easily. The main charm of the style lies in the harmony of speech, that harmony which evokes the idea of ​​proportion in rise and fall, nobility and grace, grandeur and softness, and which is the result of the order, distribution and proportion of words, phrases and periods and all the parts that make up judicial speech. From this kind of proportionality, distribution and order follows the so-called oratorical proportion, which is a wise and complex oratorical mechanism, so necessary that without it there would be neither movement nor force in eloquence. This mechanism depends mainly on the choice of words and their sequence in speech.<...>. They sound either roughness and softness, then heaviness and lightness, then speed and slowness. And this difference must certainly be taken into account by the speaker when choosing words.

So, the speech was written in full, comprehended, several times, but fragmentarily, as it was prepared, read. Now a new stage of work on a speech has come up, which is very important for a novice speaker - a rehearsal. It is to her that a novice speaker should be extremely attentive. It is useful to read the speech in full, specify the time of its sounding, focusing on the tempo corresponding to the norms of public speech (about two minutes - one typewritten page). You can say the text either mentally (internal monologue) or aloud (external monologue). Better - out loud and in front of a mirror to see the expression on your face and the gestures that will accompany the speech.

At this stage of work on speech, special attention should be paid to the technique of pronunciation. First of all, on orthoepy - exemplary literary pronunciation that corresponds to pronunciation standards, as well as on the correct stress in words. After all, incorrect pronunciation and especially incorrect stress reduce the audience's confidence in the speaker, undermine his authority, and force him to be skeptical about the words that are spoken from the podium. “What can a person who does not speak exemplary teach me?” many listeners think.

Attention should also be paid to diction - a clear, distinct, “pure” pronunciation of sounds, to intensity, that is, the strength or weakness of pronunciation associated with an increase or decrease in exhalation (for example, speech of different intensity will be in a room setting and in a large audience ). Undoubtedly, intonation matters, that is, the rhythmic-melodic side of speech, which serves as a means of expressing syntactic relations in a phrase and the emotionally expressive coloring of a sentence. Intonation also includes tempo - the speed of speech flow in time and pauses between speech segments. Too fast speech does not allow listeners to delve into the content of the statement, too slow causes their irritation. Pauses play an important role: they facilitate breathing, allow you to think about a thought, emphasize and highlight it. Phrasal and logical stress serve as a means of highlighting speech segments or individual words in a phrase and also increase the expressiveness of speech.

Literary pronunciation must be learned by carefully listening to the pronunciation of highly educated, cultured, "knowledgeable" people who own the correct literary speech, to the speech of experienced television and radio presenters, and finally, it is necessary to specially study the norms, use dictionaries and reference books. It is important to be able to hear the sound of your speech in order to be able to correct and improve it.

There are three ways to perform: reading the text, reproducing it from memory with reading individual fragments, free improvisation. They read the text in the following cases: if it is an official presentation, the form and content of which cannot be deviated from; if the speaker is “out of shape” (sick, feeling unwell); if the material is large and completely new to the speaker. In general, reading a text does not make such a strong impression as a lively speech, during which the speaker looks at the audience (and not at the pieces of paper) and watches their reaction. There is nothing more tiring than listening to a speech being read when the speaker is no longer in control of the audience's reaction. Of course, the art of free speech is not acquired immediately, but in the process of long work and necessary training. After the speech is over, questions may be asked, which sometimes involve direct or implicit polemics. This is the most difficult part of the speech, as it requires a quick reaction from the speaker. Questions may be related to clarifying a fact or theoretical position, with a desire to receive any additional information or clarification of the content, with the position of the speaker, etc. A large number of questions indicates the interest of the audience in the speech.

By the way, the failure of speakers who read the text "on a piece of paper" is largely due to the fact that their speech becomes fast, monotonous and tires the listeners. Such "readers" do not know how to imitate oral speech when reading a text, and this is very important.

Here are some reminiscences about the speeches of the masters of the oral word. Each of them has their own way of speaking.

Candidate of Technical Sciences I. I. Golovanova writes about the speeches of A. L. Chizhevsky, a well-known biologist: “Chizhevsky did not really think about how to start his speech. "I'll tell you today..." were often his first words. And then some fact or general position was cited. He seemed to repel himself from it, throwing himself into the very element of the word. The chain of judgments and passing conclusions was accompanied by remarks that not only increased interest, but also made it more and more intense.

He did not burden himself with borrowing techniques and guidelines that he could read about in books (although the magical power of the word occupied him from his youth, he eagerly reached for the works of classical philologists, famous teachers, writers, revealing the "technology" of their work). He did not like to stand at the pulpit, he felt more free to be near, in front of or away from it - so that there was no artificial boundary between him and the audience. He didn't care how he sounded, how he looked. Relaxation, naturalness in word and movement were so characteristic of his performances! An expressive gaze glowing with benevolence, free facial expressions emphasizing the meaning of what was said - that's all. Attention was focused on bringing the thought to the consciousness of each of those who listened.<...>.

His performances were unique, and at the same time, in each there was a clear persistence of certain skills. It is acquired only as a result of systematic studies. Clear diction, correct articulation, a sonorous voice, a variety of intonations, a moderately increasing pace, a complete absence of grammatical errors - all this in itself created a very favorable impression. Let's add inspiration, self-confidence, posture devoid of any tension, emotional coloring of speech, restrained gesticulation - to the extent that it served as an unobtrusive external embodiment of creative efforts to facilitate the perception of speech. And speech itself is mutual communication, in which thoughts, words, manners constantly adapted to the listeners, not sinking, but pulling them up to their level.

Here is how the historian V. O. Klyuchevsky, a brilliant lecturer of the 19th century, characterizes the manner of speech of the historian S. M. Solovyov: “He was just talking, not reading, and he spoke abruptly, as if cutting his thought into thin, manageable slices, and it was easy to write it down , so that I, on behalf of the course, compiled his lectures, as a scribe, could write down his readings word for word without any shorthand devices. At first we were embarrassed by these eternally closed eyes on the pulpit, and we did not even believe our observation, suspecting in these lowered eyelashes only a special manner of looking; but much after my question about it he confessed that he had never really seen a student in his audience.

With a jerky pronunciation, Solovyov's speech was not jerky in its structure, it flowed evenly and smoothly, in lengthy periods with subordinate clauses, abundant epithets and explanatory synonyms. There were no phrases in it: it seemed that the lecturer spoke the first words that came across to him. But it cannot be said that he spoke quite simply: in ere improvisation, an oratory string was constantly heard; the tone of speech was always somewhat elevated<...>. What was heard from the pulpit was not a professor reading in the audience, but a scientist thinking aloud in his office. Listening to this, how to say, speaking reflection, we tried to grab hold of the thread of thoughts developing in front of us and did not notice the words. I would call such a statement transparent. That’s probably why it was so easy to listen to: Solovyov’s lecture was far from being entertainment for us, but we left his audience without a feeling of fatigue.<...>.

Solovyov's ease of speech came from clarity of thought.<...>Harmony of thought and word is a very important and even often fatal issue for our teacher brother.

The well-known judicial figure K. K. Arseniev wrote about the speeches of A. F. Koni: “No matter how accurate the transmission of speech is, no matter how well the speaker’s thought and even its verbal shell are preserved during the transition to print, much is irreparably lost during this transition and without a trace. The speaker can never be to the readers what he was to the listeners. Anyone who has heard A. F. Koni knows that the distinctive feature of his lively speech is the complete harmony between content and form. The calmness with which his argumentation is imbued, his oratorical manner breathes. He speaks quietly, slowly, rarely raising his voice, but constantly changing his tone, freely adapting to all shades of thought and feeling. He hardly makes any gestures; movement is concentrated in his facial features. He does not hesitate in his choice of expressions; does not stop in indecision, does not deviate to the side; the word is entirely in his power. We do not know to what extent he prepares his speeches in advance, to what extent he relies on the inspiration of the moment. One thing is certain in our eyes: improvisation is quite accessible to him, because otherwise his remarks would be noticeably inferior to his initial speeches, and this is not really the case ... His deeply thoughtful and masterfully constructed speech is always full of movement and life. It can be admired as a work of art - and at the same time it can be studied as an example of an accusatory technique.

As we have seen, there are general principles for preparing and delivering a speech. And yet, each speech is a manifestation of individuality, the larger the figure of the speaker, the brighter this individuality manifests itself. Of course, this does not mean outward extravagant behavior or thoughtless manipulation of language, but a balanced approach to both one's behavior on the podium and the use of the word.

Even ancient thinkers believed that the eloquence of a true orator should serve the high and noble goals of the struggle for common prosperity, for real justice and legality, for creative activity. And here we can recall the words of the famous Roman theorist and practice of oratory, Marcus Fabius Quintilian: “The orator whom we educate is a perfect orator who cannot be anything other than a good person, and therefore we demand from him not only an excellent gift of speech but also all the moral qualities of the soul. For that husband, a true citizen, capable of managing public and private affairs, who can guide citizens with advice, strengthen laws, improve with sound judgments, will, of course, be none other than an orator.

Culture of Russian speech / Ed. OK. Graudina and E.N. Shiryaeva - M., 1999

Russian language grade 11. Topic: “And we will save you, Russian speech, the great Russian word” (A. Akhmatova).

07.12.2014 2069 355

Conduct form: oral journal.

The purpose of the lesson:definition of the role of the Russian language in the world and in the Republic of Kazakhstan.

Tasks:1) show the development and improvement of the Russian language as a reflection of changes in the complex and diverse life of the people and society; 2) to form the ability to compose a monologue speech, to speak to an audience, to defend one's position; 3) to cultivate love and respect for the Russian language, the desire to learn it.

During the classes:

I.Introductory word of the teacher.

They will ask me: what is like the sea?

Russian language - I will not delay with the answer.

He, like the sea, will warm the earth,

Freshness will give a dry summer.

Its waters, overflowing without end,

Shine with unfading sunlight

To good people in distant lands

Waves are rolling with a warm welcome.

Russian language is a boundless sea!

In the depths of the sea I waited for the catch,

Caught the key that opens the joy -

This key was a Russian word.

Guys, the Decade of Languages ​​of the Peoples of Kazakhstan is taking place in all schools of our republic. We are also taking an active part in its implementation, looking for interesting, non-traditional forms. That is why our today's lesson will also be not quite ordinary. Today we will speak ourselves and learn to listen to others, to express our opinion. Therefore, I chose an oral journal as the form of the lesson. As in any printed publication, our magazine will have several pages, each of which, I hope, will arouse your interest. The topic of our lesson is a quote from the famous poem by Anna Andreevna Akhmatova "Courage", which she wrote in the early days of the Great Patriotic War. As you already understood, in our oral journal we will talk about how the Russian language appeared, how it develops, about the functions and status of the Russian language in the world and in our republic, about its richness, we will not forget to say about the culture of speech.

And as an epigraph, I took the words of the Russian writer A.I. Kuprin, known to you at the course of literature of the 10th grade: “Language is the history of a people. Language is the path of civilization and culture... That is why the study and preservation of the Russian language is not an idle occupation with nothing to do, but an urgent need... The Russian language in skillful hands and experienced lips is beautiful, melodious, expressive, flexible, obedient, dexterous and roomy ".

II. Magazine pages.

Presentation by the first student.

So our first page - "Historical Chronicle".

The Russian language is, first of all, the language of the Russian people. It belongs to the Slavic languages. The kinship of the Slavic languages ​​is due to the fact that they arose from a single language in the distant past - common Slavic, which collapsed in the 5th-6th centuries AD. All modern Slavic languages ​​are divided into 3 groups: South Slavic, West Slavic and East Slavic. To the East Slavic group formed in XIV-XV centuries, along with Ukrainian and Belarusian, the Russian language also belongs. The Russian national language was formed on the basis of the dialects of Moscow and its environs. The creator of the modern Russian literary language is A.S. Pushkin, who combined the literary Russian language of previous eras with the common spoken language. The great Russian poet completed what M.V. Lomonosov, N.M. Karamzin, I.A. Krylov, A.S. Griboedov claimed in their work. At the opening of the monument to Pushkin in Moscow, Ivan Sergeevich Turgenev said: "There is no doubt that he created our poetic, our literary language, and that we and our descendants can only follow the path laid by his genius ...". And N.V. Gogol said about Pushkin: “It, as if in a lexicon, contained all the richness, strength and flexibility of our language. He is more than all, he further pushed the boundaries for him and more showed all his space.

Teacher addition:

So, usually the history of the Russian literary language is divided into 3 periods:

1) Old Russian (East Slavonic) language - from about the 6th to the 14th centuries;

2) The language of the Russian (Great Russian) people - from the 14th to the 17th centuries;

3) Russian national language (from the 14th century to the present day).

Did you know that our language has retained in its composition the common Slavic words: head, hand, tooth, side, nose, hair - words denoting the name of body parts; words denoting kinship: son, daughter, mother, grandfather; periods of time: day, night, spring, winter; abstract nouns: will, anger, truth, work, honor. Verbs go, sit, sleep, eat; adjectives blue, yellow, strong, old, young, big - also from the common Slavic language. Many Old Slavonic words have also been preserved in the modern language: brave, harm, hello, captivity, time, thirst, good, leader.

Presentation by the second student.

Page 2 - "Russian language in the modern world."

Back in 1934, the Russian writer Alexei Tolstoy said: "The time will come (and it is not far off) - they will begin to study the Russian language along all the meridians of the globe." And that time has come. The Russian language is used by the peoples of the CIS as a means of interethnic communication. In all spheres of public life: political (meetings, summits, conferences), economic (business contacts, joint ventures, agreements), cultural (science, mass media, fiction) the Russian language is used. Nowadays, more than 2000 languages ​​are known, and only 6 languages ​​​​are world languages: French, English, Chinese, Spanish, Arabic and Russian. Any official UN document is distributed in these six languages. It is believed that more than 250 million people speak Russian. Nowadays, the Russian language is very popular in the world, it is studied in more than ninety countries of the world. To organize and manage this work, the International Association of Teachers of Russian Language and Literature was established back in 1967, and the journal Russian Language Abroad began to be published in the same year. The world-famous Indian public figure Jawaharlal Nehru noted: “The Russian language is one of the greatest languages ​​in the world. Today it plays an important role not only in the political, but also in the cultural and scientific life of peoples.”

Teacher addition:

Do you know that the Russian language is constantly enriched with words from other languages? Once upon a time, the number of foreign words in Russian was 10%. Basically, these are words denoting concepts, phenomena from the field of politics, culture, science, technology, art. Words came to us from Greek and Latin: grammar, morphology, epithet, physics, circus, museum, atom. Many words from the field of music are of Italian origin: duet, trio, quartet, serenade, opera. Russian borrowed a lot of words from French: coat, broth, passenger, landscape, piano, conductor, seance. There are many words of English origin in our language: football, basketball, champion, sports, leader.

Teacher:The great Kazakh poet and educator Abai Kunanbaev wrote in his 25th word of edification: “You need to learn Russian literacy. Spiritual riches, knowledge, art and other innumerable secrets are kept in the Russian language. The Russian language will open our eyes to the world.” How are things now with the study and dissemination of the Russian language in our republic?

Performance of the 3rd student.

Page 3 - "Official column: the status of the Russian language in Kazakhstan." (The student's presentation is attached and is based on materials from the Internet)

Performance of the 4th student

Page 4 - "Live Like Life" (N.V. Gogol).

The Russian language, like other languages, is constantly developing, improving, changing, because it is the repository of human thought. The great Russian educator K.D. Ushinsky said it well: “Language is the most living, most abundant and strong bond that connects the obsolete, living and future generations of the people into one great, historical living whole ...”. The most stable is the syntactic structure of the language, and the most changeable is the lexical composition. It is the vocabulary that responds especially quickly to everything new that appears in social life, science, technology, art, everyday life. IN 20- o century, words such as cosmonaut, nuclear powered ship, TV, felt-tip pen, sneakers, jeans, design, manager, printer, fax and many others. Many words have new meanings. For example, the word field before it mattered - a field cultivated for sowing or sown with bread. Now we boldly use such expressions in speech: field of education, taiga field, blue field. Returned to our lexicon and such forgotten words as lyceum, gymnasium, mercy, charity. Do you know that in the time of Pushkin it was considered the norm to pronounce the words: music, passport, climate, English? Even the gender of some nouns can change to the opposite, for example: the word piano was feminine, now we say: "concert piano" used to say "hall" and now - "hall", this is a masculine word. Morphemes, i.e. parts of a word can also change over time: instead of answer We are speaking respond, instead of fisherman - fisherman.

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Lesson Objectives:

• Create conditions for the development of positive motivation for learning.
• To ensure the perception, comprehension and primary memorization by students of the features of one of the genres of journalistic style - public speaking.
• To form the ability to highlight the main thing, to select the necessary material on the topic.

Equipment: theoretical printed material, "theoretical lotto" table.

During the classes

Talking a lot and saying a lot are not the same thing.

I. Repetition "Theoretical warm-up".

- Name the characteristic features of the journalistic style.
– What are the common features of journalistic, official business and scientific styles?
- What is publicity?
What are the requirements for public speaking?

II. Teacher's word (message topic).

- You guys find it difficult to answer the fourth question, since we have not yet talked about public speaking, this is the topic of today's lesson. So, we continue to study the topic “Publicistic style”. Let's sketch out what genres we know.

Journalistic style

Each genre has its own goals, features.

• Guys, do you have enough knowledge to characterize each genre?
• Let's define the objectives of the lesson:

1. get acquainted with the definition of "public speaking";
2. learn the requirements for oral presentation;
3. determine the features of the text - public speaking.

As an epigraph to the lesson, I took the words of the famous ancient Greek scientist Sophocles.

• Why are these words taken as an epigraph?
• True, these words are directly related to science, the foundations of which we will touch on today. This science is rhetoric.

III. Prepared student's message.

The term "Rhetoric" was introduced by Aristotle. He said: “Rhetoric is the science of inventing thoughts”, i.e. this is the inventing of a thought - its harmonious embodiment in a word for the purpose of effective speech impact.

Gorgias (about 480-380 centuries BC) - the creator of rhetoric. A native of the city of Leontina (on the island of Sicily), who was threatened by the powerful Syracuse. Having delivered a speech in 427 before the people's assembly of Athens about the danger looming over his homeland, Gorgias shocked the Athenians, experienced in the art of words.

The speeches of Gorgias became role models, they were rewritten, memorized, created similar ones. His famous speech, dedicated to the exploits of the Greeks, who defended their homeland from the invasion of the Persians, for many years called for new achievements of the warriors of Hellas.

IV. Conversation.

What famous speakers do you know?

Why do you think we remember the names of these people?

Their names are known to us because they carried the word to the people. In the word, the speakers saw the main foundation of human power. These people created the rules of eloquence that we still adhere to today.

So what is rhetoric?

What is the relationship between rhetoric and public speaking?

V. Preparation for independent study of theoretical material.

– Before we start studying this topic, let’s remember what we know about public speaking. We work in groups. You have sheets of paper on your desks. Write everything you know about public speaking or your associations with this phrase. We work independently each. And then discuss with the group.

Let's create a table with three columns.

Fill in the first column. Each group read out their notes according to this scheme, the rest add what was not named.

VI. Independent work.

- On your desks you have theoretical material on the topic “Public Speaking” ( Appendix). Your task:

1. Study it by working on your own with a pencil in your hands. Carefully read the proposed text, make notes:

"V" - I know;
“+” – this is new for me;
“-” – thought differently;
“?” I don't understand, I want to know.

2. Discuss your notes in the group, fill in the empty columns of the table.

3. Read what you have learned (a representative of one group reads out, all other groups listen carefully, then add, without repeating, something from their notes).

4. Now read what you have placed in the third column “I want to know”.

- We will learn all the information you are interested in at today's and the next lesson, which will be devoted to the topic “Mastering the culture of public speech”.

VII. Primary test of knowledge, development of skills and abilities.

- There are several types of speeches: informational, inspiring, persuasive, inviting and entertaining.

Every speech has a purpose. Your task, working in a group, is to determine the purpose of each speech.

1. The game "Theoretical Lotto" (a table of two columns, the second is empty, it must be filled with cut cards).

Cards:

1) arouse interest in a problem, give a new idea about the subject;
2) cheer up, evoke an emotional response;
3) convince you that you are right;
4) induce to start or stop any actions;
5) entertain listeners, evoke positive emotions (usually based on funny cases from life).

2. Exercise 438 (textbook by Vlasenkov, Rybchenkova, grades 10-11).

– We continue to work in groups (each group will receive its own task).

a) Find examples and prove that Plevako's speech complies with the rules of public speaking. Evaluate the lawyer's speech.

b) What type of speech would you classify this speech as? Why? Prove it.

c) What technique underlies the conviction of Plevako's defender? Support your answer with text.

VIII. Creative five minutes.

- You have now met with a model of persuasive speech. And now let's try to make such a speech ourselves.

Any speech is a text.

What are the parts of the text?

Task: create the text of an oral presentation on the topic: “Do I need to improve my speech?”. (The task is the same for all groups - the time of work is three minutes).

IX. Group report.

Each group has a self-assessment card on the table.

One group speaks, while the other two listen carefully and then say whether the group's performance complies with the rules of public speech.

X. The result of the lesson (reflection).

– Today we talked about public speaking, learned something new. Continue the sentence “Today at the lesson ...” or write a phrase-review about today's lesson.

XI. Evaluation of the work of groups.

XII. Homework (optional)

Choose your task according to your strength:

1. 1. Prepare oral speech for one of the types that we met today.
2. 2. Compose a speech portrait of a literary hero (from any work of the 20th century).
3. 3. Perform exercise 439 according to the task.

Speech at the Moscow Region on the topic of self-education "Development of spelling vigilance in the lessons of the Russian language."
primary school teachers GBOU SCHOOL №1362
Arutyunova E.V.
The problem of literate writing has always worried teachers. The difficulties that haunt the child in mastering spelling remain insurmountable for some students. Often, knowing the rules does not save you from mistakes. Probably the reason for the inept application of the rules is the inability to see the desired spelling.
Literate writing is not just a movement of the writing hand, but a special speech activity. The more developed the child, the richer his vocabulary and syntax, the more correct his pronunciation, the easier it is for him to spell.
Like many primary school teachers, I am concerned about the problem: illiterate writing of students; inability to "see" orthograms.
How can you help students write well?
How to develop spelling vigilance?
How to achieve literate writing in children?

Purpose: improving literacy and developing spelling vigilance among students in Russian language lessons.
Tasks: to study the degree of development of spelling vigilance of class students; to study the techniques and apply in the lessons of the Russian language the formation of spelling vigilance among students; develop "spelling warm-ups" for students to ensure the formation of literate writing;
Spelling vigilance is the ability to notice spellings, that is, those cases in writing where, with a single pronunciation, a choice of spelling is possible. It is necessary to take into account the factors in the formation of spelling vigilance, and these are: 1. The visual factor works when memorizing unverifiable spellings. Psychologists have proven that once a child writes a word incorrectly, he will remember it visually, and the hand will fix the wrong graphic image of the word. It will be deposited in the memory so firmly that then it will be necessary to write this word a hundred times in order to eliminate the mistake.
2. Auditory factor. The writer, as you know, always starts from what he hears. Therefore, he must listen well and hear what the teacher says or what he says to himself. Therefore, the teacher must develop phonemic awareness. 3. Driving factor. Any spelling skill can only be achieved through practice, i.e. with the rhythmic movement of the writing hand. That is why it is necessary to write as much as possible in the lesson. The hand itself, moving along the line, creates a graphic image of a particular word, "remembers" and then writes it automatically. 4. Speaking. Spelling plays an important role in the formation of spelling skills. Speaking the way you write. Professor M. R. Lvov identifies six stages that a student must go through to solve a spelling problem: 1) see the spelling in a word; 2) determine its type: checked or not, if so, to which grammatical and spelling topic it belongs, remember the rule ; 3) determine the method of solving the problem depending on the type (type) of the spelling; 4) determine the “steps”, the steps of the solution and their sequence, i.e., draw up an algorithm for solving the problem; 5) solve the problem, i.e. perform sequential actions according to the algorithm; 6) write a word in accordance with the solution of the problem and carry out the same steps in a more generalized form

What spelling skills need to be formed in younger students?
In the initial teaching of the Russian language, the importance of exercises is great.
K.D.Ushinsky made the following requirements for exercises:
1. They “should be as independent as possible, i.e. real exercises, and not just seeming ones.
2. "Exercise ... must be systematic", i.e.
“every new exercise should be in connection with the previous one, rely on them and take a step forward”
“Let children acquire little by little, but do not lose anything from what they have acquired and use it to acquire new things”;
“The more the gift of speech develops in children, the less the teacher should help them, the more independent the exercises should be.”
3. "Exercises should be logical ... This makes it possible to find the main idea, attach a secondary one to it, grasp the very system of presentation, and not memorize phrases and words in the order in which they are."
4. "Exercises ... must be oral and written, and moreover, oral must precede written."
Spelling vigilance develops gradually, in the process of various activities, when reading, when writing dictations, when copying, if it is complicated by appropriate tasks. For the successful development of spelling vigilance, it is very important to set the students themselves to work.

Techniques, to the greatest extent, developing spelling vigilance.
1. Cheating.
The cheating algorithm that I use to organize cheating in my lessons:
Read the offer carefully.
Repeat it without looking at the text.
Underline all the spellings in the sentence.
Read the sentence spelling.
· Repeat the sentence again, spelling out all the sounds.
· Close the text. Start writing by dictating to yourself syllable by syllable (spelling) and underlining the spelling.
Check the written-off with the text, pay special attention to spelling.
To evoke and support the desire to cheat at home, I suggest, if desired, to write out the most liked passages from your favorite books. In addition, I recommend the so-called “oral cheating” to children and parents. For 5-10 minutes, the child reads the text aloud spelling, then the mother calls any word from the read spelling, and the child dictates its spelling.
I set aside time for copying in each lesson, in separate lessons it can be reduced to one sentence. Moreover, cheating can be supplemented with grammar tasks.
I pay special attention to selective copying, which is a preparatory work for learning selective dictations. The following tasks can be set for selective cheating:
Write out sentences expressing the main idea of ​​the text; write out an incentive, interrogative or narrative; a sentence corresponding to the scheme, etc.
Write down synonyms, antonyms, related words.
Write out words with a certain type of spelling; distribute the words from the text into groups, depending on the type of spelling.
Write out the words with missing letters, determine which part of the word is not completed, indicate the grammatical features of the words.
Write down the words of a certain part of speech.
Write out the phrases.
2. Commented letter.
The student-commentator is tasked with explaining the spelling action as fully as possible so that it becomes understandable to others.
3. Letter with pronunciation.
It unites the whole class, gradually all the guys begin to work at a good pace. Speaking is a kind of error warning.
4. Letter skipping spelling. Students are given permission to skip a letter if they don't know which one to write.
5. Cacographic exercises.
Provide for correction by students of deliberately erroneous spellings in the texts.
6. Speed ​​writing. The most effective technique for developing speed writing is cheating on time. The methodology for its implementation is as follows: 1. Reading the text in chorus with the teacher (orthoepic) .2. Independent reading in chorus.3. Explanation of spellings (collectively) .4. Count the number of sentences in the text.5. Reading by sentences.6. Spelling reading.7. At the teacher's command, record the text for a while (1-2 minutes). 8. Count the number of written words, write in the margins.9. Checking what is written.
7. Letter from memory.
I assign a certain place in the Russian language lessons to writing from memory.
I write from memory as follows:
1. Reading (orthoepic) of the text, work on the content.
2. Spelling reading by the teacher, children, spelling analysis.
3. Exercise in memorization.
4. Spelling reading of words with spelling.
5. Recording.
6. Verification.
8. Dictation
· Warning dictation
Explanatory dictation
Selective dictation
Free dictation
· Self-dictation
Visual-auditory dictations
The goal is to prevent errors. The text is written on the board. This text is read expressively, then the most interesting words from the point of view of spelling are highlighted, their spelling is explained, individual words are pronounced. Then students are invited to "photograph" individual words and see them with their inner vision (close their eyes and write). The text is closed for a while, and the children once again answer questions, pronounce difficult words. The class is configured to write text without errors. Along the way, honing visual memory.
Dictation with tapping.
During the dictation, the teacher taps on the table at the moment when he pronounces the word with the spelling. This tapping makes the student think. "Checking myself."
Performing this dictation, students can ask the teacher how a particular word is spelled.
· Vocabulary dictation.
. Spelling minutes
Learning with passion, lighting a spark in the eyes of each student, instilling a craving for knowledge - these are the main conditions for success. The latest technologies are of great help in work - the use of a computer and a multimedia projector, project activities in elementary school, presentations and tests - all this enlivens the learning process and allows you to achieve success in work.

I will give several types of exercises for the development of spelling vigilance, which I conduct in my Russian lessons.1. Read the proverb: Spring is red with flowers, and autumn with sheaves. Determine in which words the vowels should be checked or memorized. How to do it? Write the sentence and highlight the spelling. 2. I propose to make sentences on the plot picture on the topic "Footprints in the snow." For example: In winter, the forest is covered with snow. Traces of animals are visible in the snow: a hare, a wolf, a fox. Put stress marks, underline the vowels that need to be checked (remembered). 3. I often use visual-auditory dictations. On the board: Burrow in the forest under a pine tree. A fox lives in this hole with cubs. Fox is smart. Read the text. How to determine which vowels to check? Determine. Check. (I close the text, the children write it down from dictation. In the written text, the children highlight the spelling.) 4. How many vowels do you need to check in the words of the coast, cold. 5. I play various games. The game "Hide b in the middle of the word": day or day; stump-stumps. Prove why the unstressed vowel E was written in the words days and stumps. Explain why such letters were inserted. Game "Pick up the letters": Russian dogs are beautiful! Lsa went through the fluffy snow. Why are words pronounced the same but spelled differently? Climbing game. Two teams compete in who will get to the top faster: insert the missing letters: Zu sne sugro hand bere do moro winter le smooth le I often use the following types of work: - On the board I write two words with a voiced or voiceless consonant, two words with a checked unstressed vowel, two words with a double consonant. Please write down the words only with a double consonant. - When studying the topic “Unpronounceable consonants”, I suggest that children write five words from memory with an unpronounceable consonant and be sure to underline them. If a student, having written a word, misses an unpronounceable consonant, he will have nothing to emphasize. After the students have written 5 words from memory, I open the board with 10 words on the topic. Children write off those words that they do not have, emphasizing unpronounceable consonants. I use this exercise when studying any topic. - The game "Lights" develops spelling vigilance well. I write sentences on the board. I suggest that children "light" the lights under the studied spellings. First, we “light the lights” on the board with the help of red magnets, then the students write down the sentence and do the same work in their notebooks with the help of a red pencil. The spelling of each spelling is explained while working on the board. - Sometimes at work I use the dictation "Test yourself" (3-4 sentences). Students write down sentences under dictation, and those words in the spelling of which there are doubts are skipped. After the dictation, the children ask how to write this or that word, i.e. the writing of which they doubted. And only after that, the missing spellings are inserted. What is my help: I ​​offer to remember the rule, ask a question or explain. But only a benevolent environment gives the desired result. - Another type of dictation (but not control) with tapping. During the dictation, I tap on the table at the moment when I pronounce a word with any spelling. This tapping makes the student think and remember the spelling. All of the above techniques allow you to prevent errors, develop spelling vigilance, the skill of sound-letter analysis, and self-control. Thus, by including game exercises in my work, I activate the cognitive activity of students, instill interest in the subject, foster mutual assistance, a sense of collectivism, and camaraderie. I continue the work on the development of spelling vigilance that I started in the 1st grade until the end of the 4th grade, increasing it in volume and reducing it in time, because. children have already developed certain skills and abilities. Work on spelling vigilance in the lessons of the Russian language always brings a lot of trouble to the teacher. Children are often not very willing to complete the tasks of the teacher, do not remember the rule well, and do not show interest in the lesson. Therefore, in order to arouse interest among students, I use spelling exercises in poetry in the lessons. For example:
An unstressed vowel causes a lot of pain! How to write g (o, a) ra, tr (a, o) va and the words m (o, a) rya, d (e, i) la? So that there is no doubt, we put the sound under stress: Mountains, grasses, sea, business! Now let's write boldly.

Spelling ZHI-SHI: Skis, mice and snakes Tires, hedgehogs, siskins, ZhI yes SHI, ZhI yes SHI- With the letter And always write.
The soft sign is an indicator of softness. A soft sign, a soft sign - They will become "foams" of "hemp", You can't do without it! “corners” - “coals”, Without it, you can’t write “bathhouse” into a “jar” will turn. Thirty, twenty, ten, five. Here's what can happen, Instead of "six" we get "pole", If we forget Instead of "eat" we get "eats." Soft sign in the words to write. I am convinced that the use of such rhyming exercises in combination with textbook tasks contributes to a more successful mastering of the spelling skill by children.
Vocabulary work.
Within four years, younger students must learn a sufficient number of words in which there is an unverifiable spelling. It is especially difficult for students who have poorly developed visual memory to learn such words. Here are a few examples that help children better remember unchecked spellings. I post vocabulary words in a class dictionary, but spellings that are written larger and highlighted in red are covered with strips of paper. At each lesson I spend vocabulary work, using a variety of types of tasks. Here are some of them: 1. Recording words from dictation. I dictate words, students write them down, then check them in the dictionary, opening strips of paper. 2. Oral work with the help of signal cards on which the vowels a, o, i, e, i are written. I name words from the dictionary, the children raise a signal card with the correct spelling. 3. I propose to write out from the dictionary words with unverifiable unstressed vowels according to the options (1v - with the vowel a, 2v - with the vowel o). 4. Write out the words that answer the questions who? (what?). 5. Write out words that have two syllables (three syllables). 6. Write out words on the topic "Animals", "School supplies" and so on. 7. Selective dictation. I read the text, the children should write down the dictionary word that they met. 8. Answer questions. Who lives in the forest? Who keeps the classroom clean? What vegetables grow in the garden? Etc. 9. Finish the sentence. Chirping merrily. (sparrow0. Children ride. (skating). 10. Guess the riddle: Without arms, without legs, but he can draw. (frost) It is liquid, not water, white, not snow. (Milk) All students follow the suggestions with interest tasks. The guys love the game "Find an extra word" very much. For example, I offer students the following vocabulary dictation: Village, notebook, Saturday, Moscow, garden, pencil, black, forty. Children call "extra" words: 1. Moscow - since this word is capitalized; 2. Saturday - since this is a word for the spelling of a double consonant at the root of the word; 3. notebook - for the spelling of a double consonant at the root of the word; in this word there are more letters than sounds; 4. forty - answers to question who? The rest to the question what? (except the word black); 5. black - this word answers the question what? It is an adjective, the rest are nouns; 6. pencil - consists of four syllables, the rest of two or three. Children are very fond of this type of work.Here develops attention, ingenuity b, the ability to find distinguishing features, group words according to the types of orthograms. When working with dictionary words, I use an etymological dictionary, which will make memorizing the graphic appearance of a word not mechanical, but meaningful. The etymological dictionary contains information about the origin of the word, its original meaning, helps to clarify the historical composition of the word. Often, an appeal to the history of a word allows one to motivate its modern spelling. For example, the word raspberry - the sign of the berry fruit, consisting of small parts, was taken as the basis for the name. The word raspberry is derived from the word small - small. The word harvest is that which was born (grew, ripened) on earth. Historically, the prefix stands out in it - y. Harvest - a genus with a prefix - y. Such historical reference allows not only to better remember the spelling of the word, but also to expand the horizons of students. The use of various types of work on vocabulary words gives positive results. I give an important place in teaching spelling to work on mistakes, which is not only a means of fixing spelling, but also a means of preventing errors. Systematic and purposeful work on mistakes educates children in spelling vigilance, a responsible attitude to writing, and the desire to formulate their thoughts correctly. The purpose of such work is to explain spelling errors, to consolidate the skills of correct spelling of words, to give an orientation for students to work independently on mistakes. Of no small importance for the organization of work on errors is their correction. I start working on spelling errors by reproducing students' knowledge of certain spelling rules, for which they made mistakes. First, I give examples of explaining mistakes, reinforce spelling skills, and also prepare students for independent work on mistakes. I suggest that the children get their own individual dictionaries "My Mistakes", where the children write down the words in which mistakes were made. To organize independent work, homework on mistakes, I offer a memo that every student has. It will tell you which rule the error was made in, and in which a sample is given, how to correct the error correctly. Thus, by the end of the fourth year of study, most of the students learn the main types of spelling and skillfully apply the necessary rules when writing. So, I am working on the development of spelling vigilance throughout the course of elementary school. Systematic work on the word contributes to the development of mental activity of students - it teaches them to perform a number of mental operations: observation, comparison, comparison, establishing similarities and differences. And this, in turn, leads to the effectiveness of the assimilation of spelling norms, instills interest and desire to solve spelling problems, develops the spelling vigilance of students.

Language is the living soul of a people.

(Performance at the competition "Language is the soul of the people" in the nomination "Master of the word")

marvel at the jewels

our language:

every sound is a gift;

everything is grainy, large,

like a pearl

and law, another name

more precious than the thing itself.

N.V. Gogol.

Russian language, German language, English language, Chinese language, Ukrainian language, Tatar language, Armenian language… They cannot be counted. How many nations live on Earth? How many languages ​​are there in the world? No one can say for sure, but each language has its own history, its own destiny.

Language is one of the main values ​​of mankind. It helps people understand each other, work together, share their experience and knowledge. Our ancestors respected and valued their native language. Language is an amazing human gift, the most perfect means of communication. With the help of language, we can explain the joyful moments of our lives. We understand and feel such words as love, kindness, grief, resentment and happiness. All the richness of thoughts is stored in the language.

In my opinion, a citizen of any state is, first of all, a caring person who knows, loves and appreciates the cultural heritage of his ancestors. It is the language that is the cultural heritage of every nation. Language is a whole world that has its own destiny. Language is the living soul of the people, its pain, its memory, its treasure. If we forget our native language, we will lose our national dignity.

I am proud that different peoples have been living in peace and harmony in Crimea for many years.
Rasul Gamzatov has these words: “For me, the languages ​​of the peoples are like a star in the sky. I would like all the stars to merge into one huge star occupying half the sky, that is, the sun. But let the stars shine Let everyone have their own star ... "

We all want to understand others and to be understood: colleagues and neighbors on the landing, district therapists and teachers of our children, officials and insurance agents, policemen and salesmen, relatives, friends, acquaintances and strangers. Unfortunately, even in the same family, we often do not hear and do not understand each other. What can we say about work colleagues or neighbors? We all need to learn the art of human communication.

Those of us who, along with our native language, know others, immeasurably enrich our inner world. After all, each language is the richest layer of human culture, and it is much more interesting to read Victor Hugo and Jack London, Pushkin and Cervantes in the original than to enjoy their works in the most professional translation.

For centuries, the great sons of mankind dreamed of a single supranational language for all peoples as a great unifying blessing. The language of the whole earth has become the subject of the liveliest interest and development of such remarkable minds as Francis Bacon, Rene Descartes, Gottfried Wilhelm Leibniz, Isaac Newton.

Artificial languages ​​have been created. The most famous of them is Esperanto, which is spoken by about a million people. Less well known are Solresol, Occidental, Ido, Interlingua, Universalglot, Ojuvanto, etc.

Many linguists believe that once upon a time there was a single parent language on earth - the root of all modern languages. The well-known biblical legend about the builders of the Tower of Babel tells us in allegorical form that in those days people spoke the same language, that is, they understood each other. But then pride leapt up in them, and people wanted to be higher than God, for which they were severely punished by Him . He mixed all languages, and people stopped understanding each other and could not complete the tower (material well-being) above God - the Spiritual force that controls the entire universe. Selfishness has destroyed a single human family, and people have dispersed over the earth.

Selfishness is the reason why children do not understand their parents, and spouses, instead of solving all problems together, break dishes in the kitchen or “fill in” grief in beer bars after quarrels.

If there is an ecological disaster or an outbreak of polio in a neighboring country, then we simply have to lend a helping hand to our neighbors, otherwise trouble will come to our house. And those who do not understand this, sooner or later will find themselves in the dustbin of history.

The systemic crisis in the global world requires mutual understanding and cooperation of all peoples, regardless of national or religious affiliation.

I don't know if all people will ever speak the same language. I think that in the foreseeable future people will retain their cultural and linguistic diversity and uniqueness. An artificially created single language that does not have the inner content of the meaning of life and the purpose of a person cannot become a factor that unites people.

People speaking different languages ​​will be united into a single human family by the universal language of love and mutual assistance. This language of love, understandable to all, will help people rise above their selfishness - the source of all wars and destruction in the world.

The history of the Tower of Babel will not repeat itself.

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